An Educational Video Game for Nutrition of Young People: Theory and Design. (August 2016)

• Record Type: Journal Article
• Authors: Ledoux, Tracey; Griffith, Melissa; Thompson, Debbe; Nguyen, Nga; Watson, Kathy; Baranowski, Janice; Buday, Richard; Abdelsamad, Dina; Baranowski, Tom
• Is Part Of: Simulation & gaming. Volume 47:Number 4(2016:Aug.)
• Page Start: 490
• Page End: 516
• Publication Date: 2016-08
• Subjects: behavioral nutrition -- challenge -- debriefing -- design -- diet -- energy balance -- experience -- game design -- health -- healthy behavior -- intervention design -- knowledge -- mastery learning -- mini-game -- obesity -- physical activity -- social cognitive theory -- Type II diabetes -- video game; Social sciences -- Study and teaching -- Periodicals; Simulation methods -- Periodicals; Game theory -- Periodicals; Sciences sociales -- Étude et enseignement -- Périodiques; Simulation, Méthodes de -- Périodiques; Jeu de rôle -- Périodiques; Éducation; Jeu d'entreprise; Jeu de simulation; Méthode de simulation; Sciences sociales; Théorie des jeux; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 003.3
• DOI: 10.1177/1046878116633331
• Languages: English
• ISSNs: 1046-8781

Abstract

Background. Playing Escape from Diab (DIAB) and Nanoswarm (NANO), epic video game adventures, increasedfruit andvegetable consumption among amulti-ethnic sample of 10-12 year oldchildren duringpilot testing. Key elements of both games were educationalmini-games embedded in the overall game that promotedknowledge acquisition regarding diet, physical activity andenergy balance . 95-100% of participants demonstrated mastery of these mini-games suggesting knowledge acquisition. Aim. This article describes the process ofdesigning and developing the educationalmini-games . A second purpose is to explore theexperience of children while playing the games. Method. The educational games were based onSocial Cognitive andMastery Learning Theories. A multidisciplinary team ofbehavioral nutrition, PA, and video game experts designed, developed, and tested the mini-games. Results. Alpha testing revealed children generallyliked the mini-games and found them to be reasonablychallenging . Process evaluation data from pilot testing revealed almost all participantscompleted nearly all educational mini-games in a reasonable amount of time suggestingfeasibility of this approach. Conclusions. Future research should continue to explore the use of video games in educating children to achievehealthy behavior changes .